ABSTRACT
I look first at how digital games can be designed to meet specified learning objectives, how they can be designed to be collaborative and how activities can be designed to support the game. A consideration in the use of games in university education is the overheads in terms of development or modification and the expertise required, so I then provide a brief overview of the options available for acquiring or creating games. The chapter continues with a discussion of six guidelines that emerged from my own research on the factors that make digital games effective for learning from a constructivist perspective and concludes by providing a framework for specifying a game to use in your own teaching situation.
